Volume 40
Number 4, September 2010
Editorial | |
At the curriculum studies table Dennis Thiessen | 495–502 |
Dialogue | |
Centripetal thinking in curriculum studies Peter Hlebowitsh | 503–513 |
Proliferation as more and other to mutuality and synthesis within curriculum studies: a response to Hlebowitsh Erik Malewski | 514–526 |
On foxes and hedgehogs Peter Hlebowitsh | 527–530 |
Articles | |
Transnational curriculum studies: reconceptualization discourse in South Korea Young Chun Kim | 531–554 |
Students as learners and teachers: taking responsibility, transforming education, and redefining accountability Alison Cook-Sather | 555–575 |
Contributors | 576 |
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Volume 41
Number 5, September 2010
Editorial | |
Editorial: Peer review Nick Rushby | 668–671 |
Articles | |
Limits to self-organising systems of learning – the Kalikuppam experiment Sugata Mitra & Ritu Dangwal | 672–688 |
Hope-in-the-wall? A digital promise for free learning Payal Arora | 689–702 |
Afterthoughts Sugata Mitra & Payal Arora | 703–705 |
A case study of constructivist instructional strategies for adult online learning Shieh Ruey | 706–720 |
Time, space and structure in an e-learning and e-mentoring project Cecilia Loureiro-Koechlin & Barbara Allan | 721–735 |
'Seeing' the learning community: an exploration of the development of a resource for monitoring online student networking Cecilia Loureiro-Koechlin & Barbara Allan | 736–752 |
From mindtools to social mindtools: collaborative writing with woven stories Jussi Nuutinen, Erkki Sutinen, Adele Botha & Piet Kommers | 753–775 |
Applying an activity system to online collaborative group work analysis Hyungshin Choi and Myunghee Kang | 776–795 |
Ethical issues in Computer-Assisted Language Learning: Perceptions of teachers and learners Shudong Wang and Neil Heffernan | 796–813 |
Marking essays on screen: an investigation into the reliability of marking extended subjective texts Martin Johnson, Rita Nádas & John F. Bell | 814–826 |
Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland Susi Peacock, Lisi Gordon, Sue Murray, Kate Morss & Gloria Dunlop | 827–851 |
Project management in instructional design: ADDIE is not enough Shahron Williams Van Rooij | 852–864 |
Colloquia | |
Encouraging formative peer review via social networking sites Marie Bassford & Jonathan Ivins | E67–E69 |
e-Learning programs as loyalty investments for financial corporations Spyridon Arvanitis | E70–E74 |
Integrating ICT into the teaching–learning process Ana García-Valcarcel | E75–E77 |
Exploring perceptions of integrating tangible learning companions in learning English conversation Shelley Shwu-Ching Young, Yi Hsuan Wang & Jyh-Shing Roger Jang | E78–E83 |
Implementing electronic speaking portfolios: perceptions of EFL students Heng-Tsung Danny Huang & Shao-Ting Alan Hung | E84–E88 |
A case for using structural equation modelling (SEM) in educational technology research Timothy Teo | E89–E91 |
Isfahan high schools teachers' utilization of ICT Bibi Eshrat Zamani, Ahmad Reza, Naser Isfahani & Susan Shahbaz | E92–E95 |
Acceptance of the internet by Iranian business management students Bibi Eshrat Zamani & Rasoul Gholizadeh Shoghlabad | E96–E100 |
Facebook versus email Terry Judd | E101–E103 |
Exploring the feasibility of an online contextualised animation-based questionnaire for educational survey Yu-Ta Chien & Chun-Yen Chang | E104–E109 |
Reviews | |
Essays on pedagogy – by Robin Alexander Giuliana Dettori | E110 |
The Routledge education studies textbook – edited by James Arthur & Ian Davies Prof John Cowan | E110–E111 |
Electronic performance support: using digital technology to enhance human ability – edited by Philip Barker & Paul van Schaik Nick Rushby | E111–E112 |
Cultural-historical perspectives on teacher education and development – edited by Viv Ellis et al. Ramesh C Sharma | E112 |
Teaching the new writing – edited by Ann Herrington et al. James Hartley | E112–E113 |
International perspectives on competence development – edited by Knud Illeris Giuliana Dettori | E113 |
Contemporary theories of learning – edited by Knud Illeris Mike Johnson | E113–E114 |
Leading a digital school – by Mal Lee & Michael Gaffney Colin Latchem | E114–E115 |
Researching IT in education – edited by Anne McDougall et al. Sanjaya Mishra | E115–E116 |
Parenting young children – by Robert D Strom & Paris S Strom Ramesh C Sharma | E116 |
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Volume 41
Number 3, September 2010
Reflections on the field | |
The rise of class culture theory in educational anthropology Douglas Foley | 215–227 |
Articles | |
The making of Mexican migrant youth civic identities: transnational spaces and imaginaries Joan G. DeJaeghere & Kate S. McCleary | 228–244 |
Reexamining the promise of parent participation in special education: an analysis of cultural and social capital Audrey A. Trainor | 245–263 |
Navigating iScapes: Australian youth constructing identities and social relations in a network society Kerry Mallan, Barbara Ashford & Parlo Singh | 264–279 |
Institutional habitus as the de facto diversity curriculum of teacher education Catherine Cornbleth | 280–297 |
Teachers as language-policy actors: contending with the erasure of lesser-used languages in schools Kara Brown | 298–314 |
Book Reviews | |
Rethinking classroom participation: listening to silent voices – by Katherine Schultz Caroline T. Clark & Mollie V. Blackburn | 315–316 |
Desi Land: teen culture, class, and success in Silicon Valley – by Shalini Shankar Roseann Liu | 316–318 |
Using social theory in educational research: a practical guide – by Mark Dressman David E. Long | 318–319 |
Indigenous language revitalization: encouragement, guidance and lessons learned – edited by Jon Reyhner & Louise Lockard Wendy M. Green | 319–321 |
Place stories: time, space and literacy in two classrooms – by Margaret Sheehy Sean Costello | 321–322 |
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Volume 75
Number 2, November 2010
Articles | |
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions Vicenç Font, Janete Bolite & Jorge Acevedo | 131–152 |
Comparing theoretical perspectives in describing mathematics departments: complexity and activity Kim Beswick, Anne Watson & Els De Geest | 153–170 |
Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data Åse Hansson | 171–189 |
Types of reasoning in 3D geometry thinking and their relation with spatial ability Marios Pittalis & Constantinos Christou | 191–212 |
The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom Paul Drijvers, Michiel Doorman, Peter Boon, et al. | 213–234 |
Book review | |
Book review: Theories of mathematics education: Seeking new frontiers Sriraman, B. & English, L., (Eds.) (2010). Theories of mathematics education: Seeking new frontiers (Advances in Mathematics Education). Berlin/Heidelberg: Springer Science. ISBN: 978-3-642-00741-5. 668 pgs. $129 Robert Ely | 235–240 |
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